Students who generate their own research question are apt to be more invested and more engaged¶

Claim · All claims
Evidence · 1 study · design r2 · q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? A student who generated the research question is apt to be more invested in the outcome of the research and more engaged with the overall experience. → Fischer 2021

Evidence¶

Fischer 2021¶

Fischer, A. E., Immel, K. R., Wilkum, K., & Lee, L. (2021). A Taxonomy for Developing Undergraduate Research Experiences as High-Impact Practices. Journal of the Scholarship of Teaching and Learning. https://doi.org/10.14434/josotl.v21i1.30564

q1 · i? · design · r2

The article's authors' assertion in the Formulating a Question element description, offered without cited data or test; the article states "A student who generated the question is apt to be more invested in the outcome of the research and be more engaged with the overall experience." No effect size is printed.

"A student who generated the question is apt to be more invested in the outcome of the research and be more engaged with the overall experience."

Discussion¶

Related Claims¶

• 75% of student-authored physics questions met combined high-quality criteria (clear, correct, plausible distractors, above recall, adequate explanation) — the general claim this finding bears on, with the studies behind it
• Prompting learners to self-explain, one generative strategy, improves learning by a moderate average amount; other generative activities are not tested by the evidence recorded here — related
• Expected tangible rewards reduce later free-choice engagement with a rewarded task, while verbal praise does not — related